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Rock like a mechanical bull with Three Day Threshold in Cambridge
Three Day Threshold has proudly campaigned outside all the usual parameters, performing as a punk/bluegrass, Celtic/Americana, rowdy roots band.
But now, with the release of their third album, "Against the Grain," something funny is going on. The band fronted by Norwell's Kier Byrnes is starting get a lot of notice from comparatively mainstream sources.
Not to worry, 3DT will still display all its trademark genre-busting, party-generating, infectious rockin' fun when they celebrate the CD's official release Saturday night at the Cambridge Elks Lodge.
First, let's examine this weekend's special gig at this special site. The Cambridge Elks Lodge is at 55 Bishop Richard Allen Drive, about a block from the music mecca of Central Square
Redbones is providing a free barbecue buffet, and the band is arranging for a mechanical bull, in case any fans want to let out their inner John Travolta.
The multi-band lineup includes 3DT, The Hansen Sisters, Sam Reid and the Riot Act, Scituate's Girls Guns and Glory, Tin Can Tele, and The Boston Baby Dolls. The insanity begins at 7 p.m. and ends by 11 p.m., but for $12 (advance) or $15 (day of show) how can you go wrong?
What's striking about the new album is how seamlessly it weaves disparate influences into a viable rock 'n' roll whole. The loosey-goosey honky tonk of "Narrow It Down" flows into the mountain-country romp "Uni," which slides easily into the punky 1950s rock of "Chicken Shack," before embarking on the vibrant alt-country two-step of "Right Outside the Door."
There's a Johnny Cash-style murder ballad, "The Ghost of Jimmy Ryan," a punk-rock Celtic workout a la The Mighty Mighty Bosstones in "Kelly I'm Coming Over" and even a reasonably sensitive rendition of an old Irish traditional tune, "Back Home in Derry."
Somehow, all these elements make up a mixture that is ultimately – no wait, unmistakably – rock 'n' roll.
Which probably explains why the band has practically become pop stars. Three Day Threshold grabbed a Best Stage Presence award from WBZ-TV, performed live on WBCN last Sunday night with DJ Shred, a longtime supporter. They're fresh off an appearance before thousands at the Block Island Music Festival. Sponsorship tie-ins with Triple 8 vodka and Whales Tale Ale have come about because the drinks are made on Nantucket, and the companies' owners became big 3DT fans.
And the latest CD is on Hi-N-Dry Records, a label consisting mostly of associates of Morphine and late songwriter Mark Sandman – certainly a label with plenty of artistic and Beantown cachet.
"(Sandman) redefined the whole idea that a rock band had to be guitar, bass, and drums, and tweaked it in his own way. That's what I've tried to do a little with my banjo," Byrnes said. "There's really not much room in a lot of rock for innovation, for re-inventing the past while making modern music, but Mark Sandman did that and I'm humbled to be on that label."
Byrnes writes most of the 3DT material, with occasional credit going to guitarist Colt Thompson. Some tunes are written and developed to various stages, then arranged and tested on the fly with the rest of the band.
"It's a sloppy sandwich to be sure, but it works," Byrnes said. "Starting out as a country band in Boston was really tough – country was always the word you didn't want to say out loud. So many people will say 'I like all music – except country.' But now people have become much more hip to it."
We mention that Southern Culture on the Skids is one band that has utilized country elements, yet has always been viewed as a rock band first and foremost.
"That's absolutely what we're aiming for," Byrnes replied. "Southern Culture on the Skids has successfully thrown off the stigma of writing country tunes, and been accepted as a rock 'n' roll band. If you ask me, there's not much difference between mainstream country music today and what Whitney Houston was doing in the 1980s, and I'm not a big fan of it. Our scene is more tied into the old-time country music of people like Johnny Cash, Waylon Jennings, that roots sound played with wild abandon. Modern country is too slick for my tastes, and we'll never be slick."
Thompson, who also writes for his own band, said that writing "Right Outside the Door" was an enjoyable outlet for him.
"It's nice to put my own songwriting mark on the album," Thompson said. "I love the country stuff we do, and I've definitely learned a lot working with these guys. Kier's songwriting style is so cool, because he can say things with meaning, but also come up with some real funny stuff too. I'd like to do more songwriting with this band, but Kier's the main writer and he's really good at it."
3DT recorded 20 songs for this CD and 15 made the cut. The tunes that were edited out are available on threedaythreshold.com.


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Kawasaki Disease
What is Kawasaki disease?
Kawasaki disease, also known as Kawasaki syndrome, is a form of vasculitis, or blood vessel inflammation, that primarily affects children. The inflammation of the blood vessels causes symptoms, including swelling of the hands and feet, redness in the whites of the eyes, swelling and redness of the mouth and lips, and a diffuse rash on the skin. High fever and swelling of the lymph nodes in the neck also are characteristic of this illness. While most children completely recover, the main threat from Kawasaki disease comes from its effect on the heart and its blood vessels (the coronary arteries).
How often does it occur?
Kawasaki disease is fairly uncommon in the U.S. However, Kawasaki disease in children, together with acute rheumatic fever, are leading causes of acquired heart disease in the U.S. and Japan.
Who is affected by Kawasaki disease?
Kawasaki disease occurs more often in Japan than in any other country, but in the U.S. Kawasaki disease can occur in any racial or ethnic group.
Kawasaki disease in children usually happens under age five. The average age child seen with the illness is two years old. It occurs in boys more often than in girls.
What causes Kawasaki disease?
It is not clear what causes Kawasaki disease. Scientists believe a virus or bacteria may be responsible, but current research is still underway.
Is Kawasaki disease contagious?
Kawasaki disease does not appear to be contagious, nor does it appear to be hereditary.
Why is Kawasaki disease a concern?
Kawasaki disease can be a very uncomfortable illness, since it causes fever, as well as irritation and inflammation in many tissues of the body. However, these symptoms usually run their course and resolve within a few weeks. The main concern with Kawasaki disease is heart and blood vessel involvement.
The coronary arteries are the blood vessels that provide the heart muscle with an oxygen-rich blood supply. Kawasaki disease can weaken the wall of one or more of the coronary arteries, causing it to bulge or balloon out. This weakened area is called an aneurysm.
Blood clots can form in the ballooned area and possibly block the blood flow through the coronary artery. When this happens, the heart muscle will no longer receive an adequate supply of oxygen-rich (red) blood, and the heart muscle can be damaged.
The illness may also cause the heart muscle (myocardium) to be irritated and inflamed, as well as the membrane covering the heart (pericardium). Irregular heart rhythms and heart valve problems may also occur with Kawasaki disease.
In most cases, the effects on the heart caused by Kawasaki disease are temporary and resolve within 5 or 6 weeks. However, coronary artery problems may sometimes persist for longer periods.
What are the symptoms of Kawasaki disease?
The following are the most common symptoms of Kawasaki disease and generally lasting 10 to 14 days.
However, each child with Kawasaki syndrome may experience symptoms differently. Symptoms may include:
- Moderate-to-high fever (101.0° F to 104.0° F [38.3°C to 40.0°C]) that lasts for at least five days
- Irritability
- Swollen lymph glands in the neck
- Spotty, bright red rash on the back, chest, abdomen and/or groin
- Bloodshot eyes
- Sensitivity to light
- Swollen, coated tongue
- Dry, red, cracked lips
- Red, swollen palms of hands and soles of feet
- Peeling skin around the nail beds, hands or feet
- Swollen, painful joints.
The symptoms of Kawasaki disease in children may look like other conditions or medical problems. Always consult your child's health care provider for a diagnosis.
How is Kawasaki disease diagnosed?
Your child's health care provider will take a medical history and perform a physical exam. Several of the above-mentioned symptoms need to be present for your child's health care provider to consider Kawasaki disease as the cause for the illness.
Kawasaki disease diagnostic tests may also include:
- Electrocardiogram (ECG). A test that records the electrical activity of the heart, shows abnormal rhythms (arrhythmias or dysrhythmias), and detects heart muscle damage. Learn more about electrocardiograms.
- Echocardiogram (Echo). A procedure that evaluates the structure and function of the heart by using sound waves recorded on an electronic sensor that produce a moving picture of the heart and heart valves. Learn more about echocardiograms.
- X-ray. A diagnostic test, which uses invisible X-ray energy beams to produce images of internal tissues, bones, and organs onto film. Learn more about X-rays.
- Complete blood count (CBC). A measurement of size, number, and maturity of different blood cells in a specific volume of blood. The health care provider will look for an elevation in the numbers of white blood cells which normally multiply in the presence of infection and may notice elevated platelet levels with Kawasaki disease as well. Learn more about blood tests.
- Erythrocyte sedimentation rate (ESR or sed rate). A measurement of how quickly red blood cells fall to the bottom of a test tube. When swelling and inflammation are present, the blood's proteins clump together and become heavier than normal. Thus, when measured, they fall and settle faster at the bottom of the test tube. Generally, the faster the blood cells fall, the more severe the inflammation.
- Urinalysis. Testing of a urine sample for protein, red blood cells, white blood cells, or casts to indicate kidney disease associated with several rheumatic diseases.
How is Kawasaki disease treated?
Specific treatment for Kawasaki disease will be determined by your child's health care provider based on:
- Your child's age, overall health and medical history
- Extent of the disease
- Your child's tolerance for specific medications, procedures, or therapies
- Expectations for the course of the disease
- The family's opinion or preference.
Once the diagnosis of Kawasaki disease is made, your child's health care provider may prescribe aspirin to help decrease the inflammation that the illness produces, as well as to prevent clots from forming in the small coronary arteries. However, always check with your child's health care provider before giving your child aspirin. Some children benefit from an intravenous (IV) medication called gamma globulin that may decrease the risk of the heart being affected. Your child may need to stay in the hospital for a few days if IV gamma globulin is prescribed.
What is the long-term outlook after having Kawasaki disease?
Most children have a full recovery after Kawasaki disease resolves. If an aneurysm of the coronary arteries (heart's arteries) is detected, echocardiograms will be repeated periodically, sometimes for several years after the illness. Follow-up with a pediatric cardiologist may be needed. Additional treatment may be necessary, including blood thinners in order to prevent clots from forming within the dilated (aneurysmal) coronary arteries. Some heart problems may not be evident right away, so it is important to keep follow-up appointments with your child's health care provider, even if your child is feeling well.
There is a risk for early coronary artery disease after having Kawasaki disease, including early heart attacks because of microscopic damage to the coronary arteries. Thus, preventive measures such as heart-healthy living habits and regular follow-up with a cardiologist should be continued throughout the lifespan.
Make an appointment at the CHOC Heart Institute
It is important to speak with your child's about his or her specific long-term outlook.
The CHOC Heart Institute, along with CHOC Specialists Cardiology, offers state-of-the-art diagnosis and treatment for an entire spectrum of pediatric cardiac conditions. Call to make an appointment with CHOC today.


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Download the movie online with direct link
Director: Ahmad Moazami
Stars: Reza Royaghi, Alireham Nouraei, Hadith Mir Amini, Amir Mohammad Zand
Movie summary : The story of a new boy has been released, seeking to restore his past and prove himself to his fiance
Download Link
Download Guide
- To download, click on "Download" and wait for the relevant window to appear, then select the location of the file to be saved and wait until the download ends.
- If you do not have download management software, it is recommended to download a download manager, especially an internet download manager, to download files.
- The files placed to download are compressed to reduce volume and get faster, to extract files from the compressed version of Winrar software or similar.
- The password for opening the compressed file is
bitdownload.ir. All the letters should be typed in small and when typing into the EN / FA status of your keyboard note, it is also better to type a password and avoid Copy-Paste.
- If you encounter a CRC message when exiting the file, you will be logged in if you have entered the correct password. The file has been downloaded corrupted and you have to download it again. Of course, the bulky files have the ability to recover using the Winrar software to enter the Tools menu and select the Repair option to solve the downloaded file problem.
- Crack files due to the nature of the functionality when used may be detected by antivirus as a malicious file, in which case temporarily disable your antivirus.
- In the event of a file failure or any problem, you can put your comments in the comments section to address your problem as soon as possible.
- If the downloaded file or file was obtained after an iso format, you can mount the files using the
UltrISOsoftware. Then, go to the path where you saved the files and double-click on it. Or use this software to burn it.
- If the software requires cracking, crack in the folder with the same name or the ReadMe file you can check out the crack and crack the software.


text:
You are using an outdated browser. Upgrade your browser today for a better experience of this site and many others.
01904 948860 email@example.com
The latest tax rates and allowances.
We provide a cost-effective, high value solution to meet all of your financial needs.
Supplying a comprehensive range of financial and business support services.
Contact the team now to discuss your needs.
Why not contact Calculated Ltd today for more information or a quote.
HMRC has reminded businesses that file VAT returns annually that the online VAT filing portal will close from 15 May 2023.
UK inflation has dropped, but remains in double-digit levels, as the cost-of-living crisis eased slightly in March.


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via O Shining. Vcl©
O Shining. Vcl©
Quote• Posted on by Nfocus4you
Author: Nfocus4you
A Wife, Mother, Grandmother with tons of experience in the arena called *Life* I love information, and endeavor to utilize it as practically as possible. I have worked as a Healthcare coordinator, HR Manager for over 26 yrs, and still employed (19 +years) as a Property Manager of a large complex (I joke that I'm the mayor of a small city). I have raised 4 children, one of whom (a daughter) ❤has recently completed suicide,which has changed my life forever. I have 8 lovely grandchildren. I love to write poetry and short stories, cook, explore religious experiences and be in charge of stuff :) View All Posts


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Morning Jolt: Blackhawks win Stanley Cup with 2 goals in 18 seconds
In the news
It looked like there would be a Game 7, with the Boston Bruins leading the Chicago Blackhawks 2-1 with just over a minute to play, but the Blackhawks scored twice in 18 seconds to win the Stanley Cup. It's the Blackhawks' second championship in four years, and a title in a year that saw the team not lose in a record 24 straight games.
Gas update
Gasbuddy.com reports that the average price of gas in the U.S. is $3.566. Last year at this time it was $3.454.
Motivational quote
"Freedom is the right to tell people what they do not want to hear." - George Orwell
Watercooler talk: Giant spider terrifies meteorologist
A meteorologist in Vancouver has quite a shock while doing her forecast. A spider appears on the camera lens behind her, and she screams and scurries across the studio floor.
More Content Now


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Samsung Galaxy J8 – USB Drivers
Are you struggling to connect your Samsung Galaxy J8 to your computer because it is not getting detected? While trying to root/flash stock ROM/Recovery or Flash Custom Recovery like TWRP/CWM or flash custom ROM on your Samsung Galaxy J8?
Then you are at the right place; here, we have shared Samsung Galaxy J8 USB Drivers. Download and install the latest USB Drivers to fix all issues.
As Samsung Galaxy J8 is an Android device, you do not need USB Drivers for simple tasks such as Transferring Photos, Videos, Files, USB Driver for that are already installed on your computer.
However, if you plan to do modifications like rooting, you need to download the USB Drivers.
Samsung Galaxy J8 was released on 2018, July with Android 8.0, up to Android 9.0. It sports a 6.0" screen with a resolution of 720x1480 pixels, and 32GB/64GB storage, microSDXC, 3/4GB RAM paired with Snapdragon 450, and a 3500mAh Li-Ion Battery.
Samsung Galaxy J8 USB Drivers Download
There are different types of USB Drivers for every phone, and each serves another purpose. Read the information below drivers to find the correct one for your device.
ADB Drivers - For Rooting, Flashing, Debugging and more
Through ADB, we can control android devices by sending commands from the computer.
Download and install this USB Driver if you want to unlock the bootloader, root, flash custom/stock ROM or flash stock/custom recovery on your Samsung Galaxy J8.
|Driver Name:
|Samsung Galaxy J8 ADB Drivers
|Package Name:
|Driver Size:
|Installation Guide:
|Follow these Instructions
OEM Drivers[Official] - For Rooting, Flashing, Debugging and more
Download and install this USB Driver if you want to unlock the bootloader, root, flash custom/stock ROM or flash stock/custom recovery on your Samsung Galaxy J8.
This driver is the same as ADB Driver, the only difference is that it also contains drivers other operating systems from Samsung such as Tizen, Bada, and Feature phones as well.
|Driver Name:
|Samsung OEM USB Drivers
|Package Name:
|Driver Size:
|Installation Guide:
|Follow these Instructions
How to Install Samsung Galaxy J8 USB Drivers
Installing Samsung OEM USB Drivers
Installing OEM(Official) USB Drivers is relatively easy as it comes with an Installer. Most people would not need assistance; however, you can follow the steps below if you want to install Samsung USB Drivers for Galaxy J8.
- Download the driver from the link above.
- Locate the downloaded file and run the installer.
- Installation Window will pop up on your screen; choose "Next."
- Your region and language would be automatically selected; if it's wrong, choose the correct one and click on the "Next" button.
- Select the Installation Directory and then click the "Install" button. Wait for a few minutes for the installer to complete and then restart your computer. Done.
Installing Samsung Galaxy J8 ADB Drivers
- Download the driver from the link above and unzip.
- Press "Windows Button + R" simultaneously and then on the "Run" window, type "devmgmt.msc" and click the "OK" button.
- Select "DESKTOPXXX" or "LAPTOPXXX" and then click on "Action" and then select "Add legacy hardware."
- A new window will open, click "Next" and then choose the second option.
- Choose "Show All Devices" and then click the "Next" button.
- Click on the "Have Disk" button, a new window will pop up on your screen.
- Click on the "Browser" button and then locate the driver's folder that you unzipped in step one and then select "android_winusb.inf" and click the "Open" button.
- After the window closes, click on the "OK" button on the top right.
- Select "Android ADB Interface" and then click on the "Next" button.
- Now the driver is ready to be installed, click the "Next" button to install the driver finally.
- You will see "Android ADB Interface" under Android Device in Device Manager. Restart your computer and then plug in your smartphone.
Troubleshooting Samsung Galaxy J8 not detected by the computer
The most common mistake people make is not selecting the appropriate USB mode:
Plugin your Samsung Galaxy J8 to your computer and then unlock your smartphone; you will see "Charging via USB". This message can be different; click it and then choose "File Transfer" or any other mode that you want to use.
You will see your device on the computer.
If you do not see your device, it can be due to one of the following problems.
- Faulty USB Port - The USB Port might not be working; if you are on a desktop, try a USB Port from the back of your CPU.
- Faulty USB Cable - Try a different Cable.
- USB Port Jammed - Your Phone's USB Port might be jammed, and therefore the cable is not able to make contact with your smartphone. Clean the port with a toothpick and try again.


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Our goal is to make your buying experience as good as it can possibly be. We want you to love buying at auction as much as we love selling at auction!
Email Privacy Policy
We have created this email privacy policy to demonstrate our firm commitment to your privacy and the protection of your information.
Why did you receive an email from us?
If you received a mailing from us, (a) your email address is either listed with us as someone who has expressly shared this address for the purpose of receiving information in the future ("opt-in"), or (b) you have registered or purchased or otherwise have an existing relationship with us. We respect your time and attention by controlling the frequency of our mailings.
How we protect your privacy
We use security measures to protect against the loss, misuse and alteration of data used by our system.
Sharing and Usage
We will never share, sell, or rent individual personal information with anyone without your advance permission or unless ordered by a court of law. Information submitted to us is only available to employees managing this information for purposes of contacting you or sending you emails based on your request for information and to contracted service providers for purposes of providing services relating to our communications with you.


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Light Brown Floor Length Gown With Hijab
In stock
Color: Light Brown Gown Material: Raw Silk Inner Material: satin Hijab Material: Rayon Type: Gown Length: Floor-Length Neckline: High Round Neck Sleeve Length: Full Back Details: Zipper-Up Work: Plain Clean:Dry Clean Only NOTE: WE ALSO MAKE MATCHING HIJAB WITH GOWN.
Time To Deliver - 2 To 3 Weeks. Colors May Slightly Vary Or May Not, From What You See On Your Monitor With The Actual Piece. This May Be Because Of Monitor Resolution Or Picture Tube Variances. The Image Shown Is Shot From The Master Piece And We Always Ensure We Send You The Exact Shown Colored Product With The Same Workmanship And Prints. Products With Dyeing Work May Have Slight Color Variations Because Of Manual Dyeing Process. Jewelry & Other Accessories In Picture Is Only For Photoshoot Purpose. Wash Care:- Dry Wash only
Write Your Own Review
We found other products you might like!


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Coolest gadgets of the year
Staff Writer
The past year was a memorable one for gadgets, with Apple once again leading the way, this time with the iPhone 5 and a new desktop computer. Click below to see the coolest gadgets of the year.
More best of 2012 moments to come!
Check back in the coming days for more top videos of the year. Here's what you can expect:
Dec. 25: Best feel-good videos of the year
Dec. 26: Year's most weird stories
Dec. 29: 2013 lifestyle tips
Dec. 30: In memoriam
Dec. 31: The year in video


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|Ability to attach photographs to notes
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|Drag and drop to move task to another list
Started by dominic.spachmann iPad app5 comments
|Default list upon opening app
Started by vzb iPad app5 comments
|Password protection (so nobody else can see my tasks if they use my iPad)
Started by menage iPad app14 comments
|Ability to 'Select All' tasks
Started by azulet2000 iPad app10 comments
|Ability to duplicate tasks
Started by manfred.dasselaar iPad app6 comments
|Bold/underline due and overdue tasks
Started by brice.russ iPad app0 comments
|Option to keep tasks selected after performing actions on multiple tasks
Started by tvjames iPad app4 comments
|Support for sending and sharing tasks with other users
Started by shrff iPad app6 comments
|Show overdue tasks separate from today's tasks
|Delete multiple tasks at once
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|Passcode lock (so my kids don't mess up my tasks)
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|Local notifications (i.e. offline notifications)
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Great information, it would be beneficent for students
Teaching Vocabulary
Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies. According to Michael Graves (2000), there are four components of an effective vocabulary program:
- wide or extensive independent reading to expand word knowledge
- instruction in specific words to enhance comprehension of texts containing those words
- instruction in independent word-learning strategies, and
- word consciousness and word-play activities to motivate and enhance learning
Components of vocabulary instruction
The National Reading Panel (2000) concluded that there is no single research-based method for teaching vocabulary. From its analysis, the panel recommended using a variety of direct and indirect methods of vocabulary instruction.
Intentional vocabulary teaching
Specific Word Instruction
- Selecting Words to Teach
- Rich and Robust Instruction
Word-Learning Strategies
- Dictionary Use
- Morphemic Analysis
- Cognate Awareness (ELL)
- Contextual Analysis
According to the National Reading Panel (2000), explicit instruction of vocabulary is highly effective. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. To deepen students' knowledge of word meanings, specific word instruction should be robust (Beck et al., 2002). Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning (National Reading Panel, 2000). Such instruction often does not begin with a definition, for the ability to give a definition is often the result of knowing what the word means. Rich and robust vocabulary instruction goes beyond definitional knowledge; it gets students actively engaged in using and thinking about word meanings and in creating relationships among words.
Research shows that there are more words to be learned than can be directly taught in even the most ambitious program of vocabulary instruction. Explicit instruction in word-learning strategies gives students tools for independently determining the meanings of unfamiliar words that have not been explicitly introduced in class. Since students encounter so many unfamiliar words in their reading, any help provided by such strategies can be useful.
Word-learning strategies include dictionary use, morphemic analysis, and contextual analysis. For ELLs whose language shares cognates with English, cognate awareness is also an important strategy. Dictionary use teaches students about multiple word meanings, as well as the importance of choosing the appropriate definition to fit the particular context. Morphemic analysis is the process of deriving a word's meaning by analyzing its meaningful parts, or morphemes. Such word parts include root words, prefixes, and suffixes. Contextual analysis involves inferring the meaning of an unfamiliar word by scrutinizing the text surrounding it. Instruction in contextual analysis generally involves teaching students to employ both generic and specific types of context clues.
Fostering word consciousness
A more general way to help students develop vocabulary is by fostering word consciousness, an awareness of and interest in words. Word consciousness is not an isolated component of vocabulary instruction; it needs to be taken into account each and every day (Scott and Nagy, 2004). It can be developed at all times and in several ways: through encouraging adept diction, through word play, and through research on word origins or histories. According to Graves (2000), "If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest."
Multiple exposures in multiple contexts
One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often (National Reading Panel, 2000). According to Stahl (2005), students probably have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
Restructuring of vocabulary tasks
Findings of the National Reading Panel
- Intentional instruction of vocabulary items is required for specific texts.
- Repetition and multiple exposures to vocabulary items are important.
- Learning in rich contexts is valuable for vocabulary learning. Vocabulary tasks should be restructured as necessary.
- Vocabulary learning should entail active engagement in learning tasks.
- Computer technology can be used effectively to help teach vocabulary.
- Vocabulary can be acquired through incidental learning. How vocabulary is assessed and evaluated can have differential effects on instruction.
- Dependence on a single vocabulary instructional method will not result in optimal learning.
It is often assumed that when students do not learn new vocabulary words, they simply need to practice the words some more. Research has shown, however, that it is often the case that students simply do not understand the instructional task involved (National Reading Panel, 2000). Rather than focus only on the words themselves, teachers should be certain that students fully understand the instructional tasks (Schwartz and Raphael, 1985). The restructuring of learning materials or strategies in various ways often can lead to increased vocabulary acquisition, especially for low-achieving or at-risk students (National Reading Panel, 2000). According to Kamil (2004), "once students know what is expected of them in a vocabulary task, they often learn rapidly."
Incidental vocabulary learning
The scientific research on vocabulary instruction reveals that most vocabulary is acquired incidentally through indirect exposure to words. Students can acquire vocabulary incidentally by engaging in rich oral-language experiences at home and at school, listening to books read aloud to them, and reading widely on their own. Reading volume is very important in terms of long-term vocabulary development (Cunningham and Stanovich, 1998). Kamil and Hiebert (2005) reason that extensive reading gives students repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts. Cunningham (2005) recommends providing structured read-aloud and discussion sessions and extending independent reading experiences outside school hours to encourage vocabulary growth in students.
Instruction for English language learners (ELLs)
An increasing number of students come from homes in which English is not the primary language. From 1979 to 2003, the number of students who spoke English with difficulty increased by 124 percent (National Center for Education Statistics, 2005). In 2003, students who spoke English with difficulty represented approximately 5 percent of the school populationup from 3 percent in 1979.
Not surprisingly, vocabulary development is especially important for English-language learners (ELLs). Poor vocabulary is a serious issue for these students (Calderon et al., 2005). ELLs who have deficits in their vocabulary are less able to comprehend text at grade level than their English-only (EO) peers (August et al., 2005). Findings indicate that research-based strategies used with EO students are also effective with ELLs, although the strategies must be adapted to strengths and needs of ELLs (Calderon et al., 2005).
Diane August and her colleagues (2005) suggest several strategies that appear to be especially valuable for building the vocabularies of ELLs. These strategies include taking advantage of students' first language if the language shares cognates with English, teaching the meaning of basic words, and providing sufficient review and reinforcement. Because English and Spanish share a large number of cognate pairs, the first instructional strategy is especially useful for Spanish-speaking ELLs. These students can draw on their cognate knowledge as a means of figuring out unfamiliar words in English. A second instructional strategy for ELLs is learning the meanings of basic wordswords that most EO students already know. Basic words can be found on lists, such as the Dale-Chall List (Chall and Dale, 1995). A third instructional strategy that ELLs particularly benefit from is review and reinforcement. These methods include read-alouds, teacher-directed activities, listening to audiotapes, activities to extend word use outside of the classroom, and parent involvement.
Strategies for ELLs:
- Take advantage of students' first language
- Teach the meaning of basic words
- Review and reinforcement
Lesson model for: Word consciousness
- ability to interpret literal and figurative meanings of idioms
- ability to research origins of idioms
Grade level
- Kindergarten and above
- whole class
- small group or pairs
- small plastic toy horses
- drawing paper
- crayons or markers
- dictionaries
Animal idioms
An idiom is a phrase or expression in which the entire meaning is different from the usual meanings of the individual words within it. Idioms are fun to work with because they are part of everyday vocabulary. Students enjoy working with figurative meanings, as well as imagining possible literal meanings for the expressions. They also enjoy finding out about the origins of idiomatic expressions, some of which are very old. Introducing idioms by topic can make them easier for students to remember. This sample lesson model focuses on introducing idioms that make use of animals or animal comparisons.
Tell students that an idiom is an expression that cannot be fully understood by the meanings of the individual words that are contained within it. The meaning of the whole idiom has little, often nothing, to do with the meanings of the words taken one by one. Point out to students that idioms are often used in writing or speech to make expression more colorful and that some of the most colorful English idioms make use of animals or animal comparisons. Explain that many idioms have interesting origins that may not make literal sense to us today, but made perfectly good sense during the times in which they were coined.
Tell students that the expression "to hold your horses" is an idiom. Demonstrate its literal meaning by holding a bunch of small plastic toy horses in your hand. Tell students that when someone tells you "to hold your horses" it would be silly to think that they wanted you to hold a bunch of horses in your hand. The whole expression "to hold your horses" actually means "to slow down, wait a minute, or be more patient." For example, if you were impatiently waiting for your sister to get off the phone, your sister might say to you, "Hold your horses. I'll be off the phone in a minute!"
Tell students that "to be raining cats and dogs" is another idiom. Ask students whether, if someone said it's "raining cats and dogs," they would expect to look up and see animals falling from the sky. Then explain to them that "raining cats and dogs" is used to describe when it's raining really heavily or really hard. Ask volunteers to describe a time they remember when it was "raining cats and dogs."
Ask students to draw pictures of the literal meaning of either "to hold your horses" or "to be raining cats and dogs." Then have them take turns showing their illustration and using the idiom correctly in a context sentence.
Collaborative practice
Tell students that they are going to work together in groups to make a drawing of an animal idiom's literal meaning and then act out its real, or figurative, meaning. They will see if the drawings and skits they make provide enough information for their classmates to figure out what the idiom really means. To begin, select a group of three students to demonstrate the activity. Tell this group that their idiom is "to let the cat out of the bag" and that this idiom means "to give away a secret."
Divide the group tasks as follows: One student will draw the idiom the way it would look if it meant literally what it said: by drawing a sketch of a cat leaping out of a paper bag. This student labels the drawing with the idiom, "to let the cat out of the bag." The other two students develop a brief skit about the figurative meaning of the idiom: "to give away a secret." For example, they could develop a simple scene where someone finds out about a surprise birthday party, because a brother or sister gives it away beforehand. The last line could be: "You let the cat out of the bag."
When the group is finished, have them show the idiom's literal meaning in the drawing, and then act out its figurative meaning in the skit. Have the group challenge their classmates to guess the idiom's figurative, or intended, meaning and then correctly use the idiom in a sentence: Nancy let the cat out of the bag when she told Nick about the surprise birthday party. When the whole class has understood how this activity works, assign a different animal idiom, with its figurative meaning, to other groups of students. Each group then works out its plan for making the drawing and acting out the skit. Have the groups take turns demonstrating their idioms to the class, so the class can guess the idiom's figurative meaning and use it in a sentence.
Animal idioms
- to have ants in your pants
- to take the bull by the horns
- to let the cat out of the bag
- to have the cat get your tongue
- to be raining cats and dogs
- the straw that broke the camel's back
- to have a cow
- to wait until the cows come home
- to be in the doghouse
- to let sleeping dogs lie
- to be in a fine kettle of fish
- to seem a little fishy
- to live high on the hog
- to look a gift horse in the mouth
- to eat like a horse
- to hear it straight from the horse's mouth
- to hold your horses
- to put the cart before the horse
- to change horses in midstream
English-language learner: Learning about idioms can be particularly helpful for ELLs because the gap between the literal meaning of individual words and the intended meaning of the expression often causes trouble in translation.
Lesson model for: Word-meaning recall
- ability to remember word meanings
Grade level
- Grade 3 and above
- whole class
- small group or pairs
- individual
Sample texts
- "Alaska Adventure" (Resources)
- "Studying the Sky" (Resources)
Keyword method
Mnemonic strategies are systematic procedures for enhancing memory. The word mnemonic comes from Mnemosyne, the name of Greek goddess of memory. The keyword method, a mnemonic strategy, has been shown to be effective with students who have learning difficulties and those who are at risk for educational failure. According to the National Reading Panel, the keyword method may lead to significant improvement in students' recall of new vocabulary words. This sample lesson model targets two contextualized vocabulary words. The same model can be adapted and used to enhance recall of vocabulary words in any commercial reading program.
Direct Explanation
Explain to students that you are going to show them how to use the keyword method, a useful strategy for remembering the meanings of vocabulary words. Tell them you are going to model the strategy twice, using the words archipelago and lunar.
- Define the target word
Read aloud the following sentence from "Alaska Adventure."
The Aleutian archipelago stretches for more than a thousand miles.
Then tell students that an archipelago is "a group of islands."
- Think of a keyword for the target word
Say: To help me remember the meaning of the word archipelago, a group of islands, I am going to think of another word, called a "keyword." The keyword is a word that sounds like archipelagoand also is a word that can be easily pictured. My keyword for archipelago is pelican. Pelican sounds like archipelago and is the name of a water bird with a very large bill.
- Link the keyword with the meaning of the target word
Explain to students that the next step is to create an image of the keyword pelican and the meaning of the target word archipelago interacting in some way. Tell them it is important that the keyword and the meaning actually interact and are not simply presented in the same picture. On the board, sketch a picture of a pelican flying over a group of small islands.
Say: Look at the picture of the pelican flying over the group of islands.
Ask: Pelican is the keyword for what word? (archipelago)
Say: Yes, archipelago. To recall the meaning of the word archipelago, imagine a pelican flying over a group of small islands.
- Recall the meaning of the target word
Tell students that when they see or hear the word archipelago, they should first think of its keyword and then try to remember the picture of the keyword and the meaning interacting.
Ask: What is the keyword for archipelago? (pelican) In the sketch, where was the pelican flying? (over a group of islands)
Say: Right, over a group of islands.
Ask: So what does archipelago mean? (a group of islands)
English Language-Learners: Point out to Spanish-speaking ELLs that archipelago and archipélago are cognates.
Lesson model for: Contextual analysis
- ability to recognize types of semantic context clues
- ability to use context clues to infer word meanings
Grade level
- Grade 4 and above
- Context Clues
- whole class
- small group or pairs
- individual
Teaching chart
- Types of Helpful Context Clues (Resources)
- copies of Types of Helpful
Context clues chart
- transparencies
- blue, red, and green overhead transparency markers
Introducing types of context clues
Instruction in specific types of context clues is an effective approach for teaching students to use context to infer word meanings. Baumann and his colleagues recommend teaching five types of context clues: definition, synonym, antonym, example, and general. This sample lesson model can be adapted and used to enhance contextual analysis instruction in any commercial reading program.
Direct explanation
Tell students that they can sometimes use context clues to figure out the meaning of an unfamiliar word they come across in their reading. Remind them that context clues are the words, phrases, and sentences surrounding an unfamiliar word that can give hints or clues to its meaning. Caution students that although these clues can prove to be helpful, they can sometimes be misleading.
Definition context clues
Give students copies of the Types of Helpful Context Clues chart. Briefly go over the chart, identifying the types of context clues and discussing the example for each one. Tell students that they should refer to the chart as they learn more about the five different types of context clues.
Explain to students that in a definition clue the author provides the reader with the specific definition, or meaning, of a word right in the sentence. Point out that words such as are, is, means, and refers to can signal that a definition clue may follow. Then print the following sentences on a transparency:
A conga is a barrel-shaped drum.
At night your can see constellations, or groups of stars, in the sky.
Read aloud the first sentence.
Say: I'm going to look for a context clue to help me understand the meaning of the word conga.
Underline conga in blue.
Say: In the sentence, I see the word is. The word is can signal a definition context clue.
Underline is in red.
Say: The phrase a barrel-shaped drum follows the word is.
Underline the context clue in green.
Say: A conga is a barrel-shaped drum. The author has given a definition context clue.
For more vocabulary lesson plans, purchase CORE's Vocabulary Handbook
Click the "References" link above to hide these references.
August, D., M. Carlo, C. Dressler, and C. Snow. 2005. The critical role of vocabulary development for English language learners. Learning Disabilities: Research & Practice 20 (L), pp. 50-57.
Beck, I.L., M.G. McKeown, and L. Kucan. 2002. Bringing words to life:Robust vocabulary instruction. New York: Guilford.
Calderón, M., D. August, R. Slavin, D. Duran, N. Madden, and A. Cheung. 2005. Bring words to life in classrooms with English-language learners. In E.H. Hiebert and M.L. Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbraum.
Chall, J., and E. Dale 1995. Readability revisited: The new Dale-Chall readability formula. Brookline, MA: Brookline Books.
Cunningham, A.E. 2005. Vocabulary growth through independent reading and reading aloud to children. In E.H. Hiebert and M.L.Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbraum.
Cunningham, A.E., and K.E. Stanovich. 1998. What reading does for the mind. American Educator. 22, pp. 8-15.
Graves, M.F. 2000. A vocabulary program to complement and bolster a middle-grade comprehension program. In B.M. Taylor, M.F. Graves, and P. Van Den Broek (eds.), Reading for meaning: Fostering comprehension in the middle grades. Mew York: Teachers College Press.
Kamil, M.L. 2004. Vocabulary and comprehension instruction: Summary and implications of the National Reading Panel finding. In P. McCardle and V. Chhabra (eds.), The voice of evidence in reading and research. Baltimore, MD: Paul H. Brookes.
Kamil, M.L., and E.H. Hiebert. 2005. Teaching and learning vocabulary: Perspectives and persistent issues. In E.H. Hiebert and M.L. Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
National Center for Educational Statistics. 2005. The condition of education. Washington, DC: U.S. Department of Education.
National Reading Panel. 2000. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Schwartz, R.M., and T.E. Raphael. 1985. Concept of definition: A key to improving students' vocabulary. Reading Teacher 39, pp. 198-203.
Scott, J.A., and W.E. Nagy. 2004. Developing word consciousness. In J.F. Baumann and E.J. Kame'enui (eds.), Vocabulary instruction: Research to practice. New York: Guilford.
Stahl, S.A. 2005. Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E.H. Hiebert and M.L. Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
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Keck's Exclusives: Panelists Revealed for General Hospital's 50th Anniversary Event
BJ's tragic death and heart transplant. Tracy Quartermaine looking on coldly as her father Edward appeared to suffer a heart attack. Sonny Corinthos watching in horror as his wife Lily was blown to bits in a mob hit. Single father Dr. Patrick Drake struggling to move on after the death of his HIV infected wife, Robin Scorpio. And Luke Spencer saving the world from the bloodthirsty Cassadines over and over again.
These are among the storylines that made ABC's General Hospital a phenomenon over the past five decades, and will be the focus of a 50th anniversary cast discussion on Friday, April 12 at the Paley Center for Media in Beverly Hills.
Though more star names are still being confirmed, I can announce that I will have the great pleasure of moderating the General Hospital: Celebrating 50 Years and Looking Forward panel with Emmy winners Tony Geary (Luke Spencer) and Jane Elliot (Tracy Quartermaine), Jacklyn Zeman (Bobbie Spencer), Maurice Benard (Sonny Corinthos), Jason Thompson (Patrick Drake) and Laura Wright (Carly Corinthos Jacks). Also joining the discussion are the two men responsible for bringing back so many beloved fan favorites over the past year: executive producer Frank Valentini and head writer Ron Carlivati.
More names will be announced as we get closer to the sold out event, which will be streamed live at www.PaleyCenter.org.
Subscribe to TV Guide Magazine now!
View original Keck's Exclusives: Panelists Revealed for General Hospital's 50th Anniversary Event at TVGuide.com
Other Links From TVGuide.com


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Durning, king of character actors, dies in NYC
Charles Durning, the two-time Oscar nominee who was dubbed the king of the character actors for his skill in playing everything from a Nazi colonel to the pope, died Monday at his home in New York City. He was 89.
Durning's longtime agent and friend Judith Moss told The Associated Press that he died Monday of natural causes in his home in the borough of Manhattan.
Although he portrayed everyone from blustery public officials to comic foils to put-upon everymen, Durning may be best remembered by movie audiences for his Oscar-nominated, over-the-top role as a comically corrupt governor in 1982's "The Best Little Whorehouse in Texas."
Many critics marveled that such a heavyset man could be so nimble in the film's show-stopping song-and-dance number, not realizing Durning had been a dance instructor early in his career. Indeed, he had met his first wife, Carol, when both worked at a dance studio.
The year after "Best Little Whorehouse," Durning received another Oscar nomination, for his portrayal of a bumbling Nazi officer in Mel Brooks' "To Be or Not to Be." He was also nominated for a Golden Globe as the harried police lieutenant in 1975's "Dog Day Afternoon."
He won a Golden Globe as best supporting TV actor in 1991 for his portrayal of John "Honey Fitz" Fitzgerald in the TV film "The Kennedys of Massachusetts" and a Tony in 1990 as Big Daddy in the Broadway revival of "Cat on a Hot Tin Roof."
Durning had begun his career on stage, getting his first big break when theatrical producer Joseph Papp hired him for the New York Shakespeare Festival.
He went on to work regularly, if fairly anonymously, through the 1960s until his breakout role as a small town mayor in the Pulitzer- and Tony Award-winning play "That Championship Season" in 1972.
He quickly made an impression on movie audiences the following year as the crooked cop stalking con men Paul Newman and Robert Redford in the Oscar-winning comedy "The Sting."
Dozens of notable portrayals followed. He was the would-be suitor of Dustin Hoffman, posing as a female soap opera star in "Tootsie;" the infamous seller of frog legs in "The Muppet Movie;" and Chief Brandon in Warren Beatty's "Dick Tracy." He played Santa Claus in four different movies made for television and was the pope in the TV film "I Would be Called John: Pope John XXIII."
"I never turned down anything and never argued with any producer or director," Durning told The Associated Press in 2008, when he was honored with a star on the Hollywood Walk of Fame.
Other films included "The Front Page," ''The Hindenburg," ''Breakheart Pass," ''North Dallas Forty," ''Starting Over," ''Tough Guys," ''Home for the Holidays," ''Spy Hard" and 'O Brother Where Art Thou?"
Durning also did well in television as a featured performer as well as a guest star. He appeared in the short-lived series "The Cop and the Kid" (1975), "Eye to Eye" (1985) and "First Monday" (2002) as well as the four-season "Evening Shade" in the 1990s.
"If I'm not in a part, I drive my wife crazy," he acknowledged during a 1997 interview. "I'll go downstairs to get the mail, and when I come back I'll say, 'Any calls for me?'"
Durning's rugged early life provided ample material on which to base his later portrayals. He was born into an Irish family of 10 children in 1923, in Highland Falls, N.Y., a town near West Point. His father was unable to work, having lost a leg and been gassed during World War I, so his mother supported the family by washing the uniforms of West Point cadets.
The younger Durning himself would barely survive World War II.
He was among the first wave of U.S. soldiers to land at Normandy during the D-Day invasion and the only member of his Army unit to survive. He killed several Germans and was wounded in the leg. Later he was bayoneted by a young German soldier whom he killed with a rock. He was captured in the Battle of the Bulge and survived a massacre of prisoners.
In later years, he refused to discuss the military service for which he was awarded the Silver Star and three Purple Hearts.
"Too many bad memories," he told an interviewer in 1997. "I don't want you to see me crying."
Tragedy also stalked other members of his family. Durning was 12 when his father died, and five of his sisters lost their lives to smallpox and scarlet fever.
A high school counselor told him he had no talent for art, languages or math and should learn office skills. But after seeing "King Kong" and some of James Cagney's films, Durning knew what he wanted to do.
Leaving home at 16, he worked in a munitions factory, on a slag heap and in a barbed-wire factory. When he finally found work as a burlesque theater usher in Buffalo, N.Y., he studied the comedians' routines, and when one of them showed up too drunk to go on one night, he took his place.
He would recall years later that he was hooked as soon as heard the audience laughing. He told the AP in 2008 that he had no plans to stop working.
"They're going to carry me out, if I go," he said.
Durning and his first wife had three children before divorcing in 1972. In 1974, he married his high school sweetheart, Mary Ann Amelio.
He is survived by his children, Michele, Douglas and Jeannine. The family planned to have a private family service and burial at Arlington National Cemetery.


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Last night at around 11:30, Barack Obama announced that Osama Bin Laden had been killed.
The government had received intelligence back in August that the 9/11 mastermind was in a compound in Pakistan.
On Friday, Obama approved a plan to attack the compound, and on Sunday Bin Laden was shot.
The raid was completely performed by Americans. No Americans were killed.
The fact that he was in such a huge place in Pakistan raises huge uncomfortable questions about what the Pakistani government knew, and when.
The NYT has an excellent description of the operation.
For a timeline of events leading up to the death, see here.
Meanwhile, the Daily News is cover is an instant classic.
Meanwhile, the news is already having a positive effect on Obama's poll numbers.
The AP has a good video of the fire at the Bin Laden compound:
At around 10:00 PM, US news networks announced that Obama would give a speech at 10:30.
Later on, it was reported that it would be a national security speech.
And then at around 10:30, every news network announced that the news was that Osama Bin Laden was killed and captured.
We're still waiting on the speech.
Details continue to dribble out in the meantime.
That he was killed in Pakistan will raise a fresh batch of questions about what Pakistan knew, and the relationship between the US and Pakistan's intelligence authorities.
Update: The news conference has begun, and Obama immediately confirms that Bin Laden is dead.
A few months ago, we learned that Osama was in a compound in Pakistan. After months of intelligence work, Obama authorized an attack last week, and Osama was killed in a firefight today.
A small group killed Bin Laden in a firefight, and no Americans were killed. Pakistan cooperated.
Speech is over.
In news reports after Obama's speech, more details emerged about the events that led to Bin Laden's death. The firefight lasted 40 minutes according to NBC, and four people, including Bin Laden were killed. Reportedly, one of those killed was Bin Laden's son.
He was killed in a mansion in a wealthy neighborhood close to the Pakistani capital.
This cover from the D
Just announced by CNN:
Barack Obama is to give live speech to the nation at 10:30 ET.
There is no indication of what it's about. Could by Libya. Could be the Mississippi river.
We'll be covering LIVE.
Update: The first clue.. CNN's Steve Brusk tweets: Breaking - We are told it is a national security related announcement by the President.
If you're not at a TV, you can watch the livestream here.
The latest gossip is from a Rumsfeld former Chief of Staff who says it's Bin-Laden related.
On CNN, Wolf Blitzer says: The only thing I'm sure is that it's NOT Libya.
CBS producer tweets: House Intelligence committee aide confirms that Osama Bin Laden is dead. U.S. has the body.
Just tweeted by Fox's Andy Levy Fox confirms that Bin Laden is dead.
Here's NYT on the news.


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Now showing items 1-1 of 1
Oral history of Sidney Offit
(Johns Hopkins University Sheridan Libraries, 1999-11-03)
Sidney Offit was born in 1928 in Baltimore, Maryland. He graduated from Johns Hopkins with a B.A. in English literature in 1950 and went on to have a robust and successful career as an author. He is best known for his work ...


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Did you see Jimmy Kimmel Sucks hosted by Matt Damon last night? I was Nyquiled so I only watched this morning, in bits and pieces because the entire show is geo-blocked and YouTube has the individual segments spliced up. Heads up Americans, before you send a recommendation, Hulu is geo-blocked too.
Anyway it was great, because Matt Damon is great, and not just because he has a great sense of humour but it's also the commitment that was required to pull this off -- he would have had to spend time with the writers and rehearse and not just pull a movie star move and roll in and out of the studio like he's too good to stick around in front of a live studio audience for a couple of hours. He's also not afraid to hit up his friends in service of a good show.
When Matt Damon calls, for Jimmy Kimmel, who's not unpopular either, you're more likely to get a "yes".
Which is why there were so many celebrities guests, in person and on tape. I've included as many YouTube clips as I could find of the episode -- see below -- but I'd particularly like to focus on the Nicole Kidman and Demi Moore parts because...
Granny Freeze walked out, straddled Jimmy, and humped him. Pelvic thrusting shot from behind in green skinny jeans.
She was really, really fun for the rest of it too. Which is why I'm a c-nt for pointing out that her face seems newly swollen in several areas, particularly the Third Lip. It's too distracting to ignore. Wasn't she cooling it for a while with that sh-t? Evidently not.
And then there's Demi Moore. You know, I always used to say that Demi was smart about tweaking in moderation so that it never seemed too obvious. Well... she's moved on to the next level now. It's all flattened out now. And only her lips move.
Is she allowed to do whatever the f-ck she wants with her face so long as it makes her feel better? Sure. Of course. Just don't sell it to me like you've found the inner peace meaning of life, you know? I'd rather you just say...
I want to look young. I DO NOT WANT TO AGE. To borrow from Mariah Carey, I REBUKE AGING. And I will fight it until I die. I will inject it and squeeze it and laser it and cut it and burn it and anything else they invent because I hate the alternative.
That's how Joan Rivers explains it.
Better that than the constant moaning about finding your own truth, and confronting who you are while wearing a red string and insisting that it's wrong to obsess about what you look like. God, Demi might need friends more than Jessica Simpson.
Sarah Silverman should be her friend. I'd like to believe Sarah Silverman would be honest, more honest than most of the assholes in LA. Am I dumb?
Here are some more videos from last night's Jimmy Kimmel sucks:


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Newtown Calls For 'Acts Of Kindness' On Shooting Anniversary
Relatives of those killed at Sandy Hook Elementary School have asked people to mark Saturday's anniversary of the mass shooting with "acts of kindness" and say they will light candles in memory of the victims.
At a news conference on Monday, the families also announced the launch of a website, , to create a "singular place of sharing, communication, and contact with the families of those who lost their lives that day."
Newtown Police Chief Michael Kehoe said extra police officers would be on duty on Saturday.
The city of Newtown is not holding any formal events, but First Selectman E. Patricia Llodra, speaking at the news conference, asked for the media to give the town privacy on Dec. 14, the day last year that 20-year-old Adam Lanza shot and killed 20 children and six adults at the school in one of the worst mass shootings in the nation's history.
"We're trying to respect the world's interest in us, and we certainly have benefited from that interest in many ways," Llodra said, but, she added, "We pay a price when the media is here."
Copyright 2021 NPR. To see more, visit https://www.npr.org.


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Can-Am Maverick X3 With Intrusion Bars Half UTV Windshield 3/16" with Tinted Visor
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Returns Policy
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Free Shipping to the lower 48 states. Shipping to other locations varies in price.


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Winter Path15 Jan
- Comments Leave a Comment
- Categories CANADA, WINTER
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About this blog….
There were many times at school when teachers would ask us to describe or define Canada. Over the years, my description or definition might have changed but my love of country never will. We are so fortunate to live here. Here is my family's and friend's interpretation of Canada. SEE OUR CANADA
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We can't change the direction of the wind but we can adjust our sails to reach our desired destination
Followed the recommended path -graduated from Mcgill University
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Warm weather playing havoc on the ice
This mid-winter thaw will likely take a toll on area ice, making conditions excessively hazardous for ice fishing on some lakes.
Rain and temperatures in the 50s will soften the sheet of ice that has allowed anglers to access fishing hotspots for the last two weeks. Inevitably, some anglers will still press their luck over the weekend.
"Safety should always be first," said Sgt. Greg Drogowski with the Department of Natural Resources. "Ice conditions are so variable, if there is any question don't risk it. Big lakes are even tougher to predict."
Ice that gets softened and refrozen can take on a different appearance than initial ice, which can be indicative of its structural strength. When this happens, ice thickness isn't always a reliable indicator of ice strength.
"Six inches of old honeycombed ice is not the same as six inches of new, hard ice," Tim Cwalinski, Department of Natural Resources Fisheries biologist explained. "Having good ice is just as important as ice thickness."
Knowing the warning signs of weakening ice is the best way to avoid the dangers of treading on unsafe terrain as the ice fishing conditions evolve.
Appearance wise, lookout for dark or cloudy ice, both of these indicate compromised structural strength. Good strong ice will appeal clear and brushed, according to DNR officials. As ice gets older it will become air-bubbled, which creates the dark or cloudy appearance.
Inconsistent ice is dangerous for several reasons, none greater than the fact that thickness can no longer be used as an indicator of strength.
"You can't always go by thickness, especially as the season goes on," said Cwalinski.


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Language: Chinese
Pages:192 pages
Publication date: December 01, 2017
Condition: Brand New
Size : 190*260mm
Books come with 4 bookmarks, 4 big postcards!
Language: Chinese
Pages:192 pages
Publication date: December 01, 2017
Condition: Brand New
Size : 190*260mm
Books come with 4 bookmarks, 4 big postcards!
All our items are 100% authentic from the official Publisher.
Which payment types do you accept?
We can accept PAYPAL
How can I change the shipping address?
please contact me(email@example.com) with your order number and new shipping address.
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Once your order is dispatched you will receive the shipping email. If not, please contact me(email@example.com), I will send you the tracking code for your order.
How can I write a review?
Please visit here, you can write a review for your product or my shop!
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Shipping worldwide
We offer international shipping with the cheapest and reasonable delivery time. International delivery is available to majority destinations around.
But now some countries suspended shipping service due to courier, COVID-19. We week keep updating.
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We're located in South Korea
Safety Packing
Your wonderful books will be carefully protected with the 100% cotton bookcover and bubble wrap, Bubble envelope. (and strong paper box if this needed). Our long-term experience guarantees 100% safe packaging.
Estimated dispatch times:
Books are usually dispatched within 1-3 days. But Japanese or Chinese or other books are within 1 week. When your package dispatch, you will receive the shipping email and you can track it.
How long will my books take to arrive?
Estimated delivery times are dependent on the destination:
USA : 7-12 days
Hong Kong, Thailand : 7-10 days
Japan, Vietnam, Malaysia, Hong Kong, Philipines : 5-15 days
Canada, Germany, United Kingdom, France : 7-15 days
Russia, Denmark, Hungary, Luxembourg, Belgium, Israel : 2-4 weeks
Austrailia, Switzerland, the Netherlands, Norway, Lithuania, Sweden, Spain, Slovakia, Austria, Italy, the Czech Republic, Finland, Indonesia, Bulgaria, the United Arab Emirates, Netherlands, Norway, Lithuania, Sweden, Slovakia, Slovenia, Austria, Czech Republic, Poland, Finland, New Zealand, UAE, Brazil : 5-7 days(UPS Express)
What is your returns policy?
Returns are accepted within 14 days of arrival, All returns must be in the same condition as when received. Please email me (email@example.com)
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Please contact us regarding your issue.
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Science Assessment:
The graph displays the percentage of students participating in standardized testing, by subject, at this school. Some students may take the test for one subject but not another. Note that for student groups of fewer than 10 students, no information is displayed. Learn More
According to Illinois School Code, all students enrolled in public schools are required to participate in the State assessment or an alternate form of the assessment. Students who participate but for various reasons do not complete the testing process (e.g., illness), are still counted as having participated. Certain students may take an alternative assessment and not participate in PARCC. This may include students with disabilities or students with English Learner Proficiency who have attended schools in the U.S. for less than 12 months.
Federal law requires schools to have a 95% participation rate.


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Search Filters
Select filters to narrow the table of results
Climate Variables
Downscaling Method
Temporal Resolution
Spatial Resolution
Resources in the Resource Library that are data sets or data portals are listed in the table. Narrow the results in the table by selecting filters or using the general keyword search.
|Data Set Name
|Alternate name(s) these data are known by
|Data Type
|Downscaling Method
|CRU High Resolution Gridded Datasets
|Downscaled Projections
|Precipitation, Temperature, Vapor pressure, Diurnal Temperature range, Cloud cover


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Elk season not disappointing in Northern Michigan
By MARK SPENCLEY
CHEBOYGAN — The winter installment of Elk season is well underway and so far it hasn't disappointed.
"Its going pretty well," said Brian Mastenbrook, Department of Natural Resources wildlife biologist who runs the elk check station in Atlanta. "For four days into the season, we've had lots of elk a some nice bulls checked in."
This elk season, the second of the 2012 hunting season, runs through Dec. 16.
A total of 100 tags are issued for this nine-day hunt, 30 of which are for either sex. The other 70 can only be used on an antlerless elk.
So far, a total of 62 tags have been filled and checked by DNR staff.
Hunters fortunate enough to be drawn for bull elk tag have faired well since the snow fell during the weekend.
"We've had some nice bulls come in," Mastenbrook added. "A lot of 6x6 and 5x5 bulls have been shot. We had a 9x8 also. The snow really helped. You can see where the elk are moving."
The winter hunting seasons differ considerably from the late summer/early fall hunts. By the time December rolls around, the elk breeding period has come and gone. With winter fast approaching, this large animals focus much of their time on feeding to build up fat stores before the cold and snow descend.
Instead of using calls and decoys to take advantage of elk breeding instincts, winter elk hunters rely heavily on covering lots of territory to turn up elk feeding grounds.
"Its actually easier to kill an elk in the winter," Mastenbrook explained. "In the fall the bulls are with large groups of cows, so all the elk are concentrated. Those groups have broken up or are breaking up, so the elk are more dispersed. That makes it easier to find one."
In most years, 85-90 percent of hunters drawn for an elk permits are successful in taking an elk. Those odds look be about that same this year. Many of these elk are harvested on public land.
"A few more will be taken on state land," Mastenbrook noted. "That was the case last year and it looks like that will be the case this year too."
Regardless of the location, the opportunity this elk season is outstanding.
"We have more elk than we did last year, so we can offer more hunting opportunity while working toward our population goal," said DNR deer and elk program leader Brent Rudolph.
The elk herd is under a tight management plan to ensure its future sustainability. Elk were nearly wiped off the Michigan landscape in the mid 1870s. It wasn't until almost 50 years later, in 1918, that elk were reintroduced in Cheboygan County.
The seven animals released near Wolverine have flourished into a herd of more than 1,200.


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Travel Categories: Train Stations and Trains
- Description
The train stations Vallées is a French railway station located on the boundary of the towns of Bois-Colombes, Colombes and La Garenne-Colombes, with its address established in La Garenne-Colombes, place de la Gare-des-Vallées.It is in zone: 3 (tarification Île-de-France) with coordinates 48° 54′ 49″ North, 2° 15′ 29″ East and an altitude of null.
It is on the train line Paris-Saint-Lazare <=> Saint-Germain-en-Laye with 2 tracks and 2 side platforms.
- AddressPlace de The train station Les Vallées
Bois-Colombes, Colombes et La Garenne-Colombes
- Map
Sorry, no tourism or travel suppliers are registered yet for this service at this destination. Please adjust your search criteria, try something nearby. You can also change the category to Travel, Lodging, Attractions... or go to the homepage map and categories for other options.
Google Map Not Loaded
Sorry, unable to load Google Maps API.
- Ticket Counters & Distributors
Real-time departure and arrival schedules
Automatic train ticket distributors for the Transilien Paris suburban train network
Automatic train ticket distributors for the main line train network
- Online, secure, quick, easy train reservation
With OMIO, compare Book the fastest and cheapest Train, Bus and Air itineraries in France and Europe. We've got your back with client service all the way. Reserve 90 days before you travel for the most savings and peace of mind. Check Real-Time Schedules, Prices, and Travel Times and make A SECURE PURCHASE.
Train and bus travel offer you downtown to downtown comfortable and efficient service. No hassle with early arrivals, delays, and luggage security checks. You can take unlimited weight and reasonably bulky items on board. European rail is the way to travel and really see the French countryside. The bus is an excellent cheaper alternative, especially for youth and student travel.
Enter your Departure City, Arrival City, and Dates of Departure and Return for immediate information.
Here's the link if you have a train travel account with RailEurope.
Here's the link if you have a rail account with Trainline.
- Buy Train Passes and Reservations
- Reserve your train
- Local Transport
RATP Paris Bus Network: 164 and 566
- Local Car Services: Parking, drop-off
100 to 200 free car parking places
- Local Bicycle Services: Parking
Bicycle parking available
- Services available in this Train Station
Automatic distributor for snacks and drinks
- Shop and Eat in this Train Station
Shoe RepairLocksmith
- Reduced Mobility
Accessibility: Reduced Mobility: If you're travelling with TGV or Intercite Call 'Acces Plus' 48 hours in advance of travel to enquire and reserve: +33 (0)8 90 64 06 50 available from 6:00am - midnight. For assistance boarding your train, arrive at the platform at least 30 minutes before departure time. Wheelchairs and boarding ramps are available if required.
If you're travelling with TER, (Regional Trains) or Transilien (Paris and Ile-de-France) click here for more information.
- Luggage Storage
There is no baggage storage at this station
Suggestion: Ask a shop or hotel nearby and offer them a few Euro
- Lost & Found
Declare your lost property. Give a precise description. An email will confirm your claim:
- Internet: Create or use your account and declare your claim This page is in French but is accessible from anywhere ... especially when you're visiting France and Europe.
- Telephone: +33 (0) 8 92 35 35 35 (open 7/7 from 8h00 to 20h00 to answer questions and register your claim) or in France 36 35 (0,40 € / minute) then #22
- At a train station: see the map at the bottom of this page for station details
A national database registers all lost and found objects in real time. Search for your object will continue for one monnth. There's a charge of 5/10 Euros, depending on object's value, for restitution of an item.
Got a question about train travel in France and Europe? Click here and get the answer.
Whether it's about the time needed to transfer trains in a station, savings with train passes, seat reservations, pets or bicycles, etc. these answers have got you covered.
- Don't miss these specials
- Photos


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Fight sparks Vegas shootout
CHP stops SUV matching description of shooter
Bullets flew from a black Range Rover at a gray Maserati as the vehicles raced toward a red light on the Las Vegas Strip early Thursday.
Beneath the neon lights, police say, the Maserati ran the red light at one of the Strip's busiest intersections and smashed into a taxi that exploded into flames, killing the two people inside.
Three more cars and a utility truck collided at the crossroads home to Bellagio, Caesars Palace and Bally's, leaving at least six more people injured as the Range Rover sped off in the predawn darkness.
The Maserati driver was pronounced dead at a hospital.
The California Highway Patrol on Thursday afternoon stopped a black Range Rover matching the description of the vehicle involved in the deadly altercation.
Victorville CHP Officer Matt Hunt said that a CHP unit stopped the SUV on Interstate 15 in the area of Mountain Pass, about 55 miles southwest of Las Vegas and a 100 miles outside of Barstow.
Hunt said the stop occurred at approximately 4 p.m. and that the investigation was handed over to the San Bernardino County Sheriff's Department. An attempt to reach the sheriff's public affairs division was unsuccessful Thursday evening.
It was unclear if the SUV was the same vehicle involved in the gunfight.
The dramatic scene that more than one tourist compared to something out of a violent action movie set off a frantic search for the occupants of the Range Rover and marked the latest violent episode on the Strip since the beginning of the year.
Two people were critically wounded in a shooting at a parking garage on Feb. 6, and a tourist was stabbed last Saturday in an elevator at The Hotel at Mandalay Bay.
Clark County Sheriff Doug Gillespie told reporters several hours after Thursday's attack that it was sparked by an argument in the valet area of the nearby Aria hotel-casino, and that the violence at the intersection of Las Vegas Boulevard and Flamingo Road did not reflect the values of Las Vegas residents or visitors.
"What happened will not be tolerated," Gillespie said. He promised the shooters would be "found and prosecuted to the full extent of the law."
On the Strip, the fiery rampage shocked tourists.
"This doesn't happen where we come from, not on this scale," said Mark Thompson, who was visiting from Manchester, England, with his wife. "We get stabbings, and gang violence, but this is like something out of a movie. Like 'Die Hard' or something."
Police said they were contacting authorities in three neighboring states about the Range Rover Sport with dark tinted windows, distinctive black custom rims and paper dealer ads in place of license plates that fled the scene about 4:20 a.m.
In Southern California, the California Highway Patrol alerted officers in at least three counties to be on the lookout for the SUV.
Las Vegas Police Sgt. John Sheahan said the Range Rover was last seen near the Venetian resort as it headed north from the shooting scene on Las Vegas Boulevard.
Witnesses also told police the SUV and Maserati had come from the nearby CityCenter area, the home of Aria just south of the site of the attack.
"We have numerous witnesses to this," Sheahan said. "But what is the genesis of this? We don't know yet."
Predawn jogger Eric Lackey was on his way back to the New York-New York hotel when he snapped a cellphone photo of the blazing scene moments after the crash. Black smoke billowed from the flaming taxi, amid popping sounds from the fire.
Lackey, of Forest Hill, Md., said a security officer in a yellow shirt performed CPR on a person on the sidewalk while police officers canvassed a small crowd of perhaps 15 onlookers gathering at the scene.
"Police were asking if anyone was still in the vehicles and if they heard gunfire," Lackey told The Associated Press. "That's when I realized it wasn't just a regular accident."
Sheahan said police have video from traffic cameras at the intersection and were checking hotel surveillance systems. The video will not be made public, he said.
Police said the driver and passenger in the taxi were killed. The male driver of the Maserati also died, and his passenger was shot. Police did not release their names, citing the ongoing investigation.
The crumpled, gray sports car, which had no license plates, came to rest several feet away from the incinerated taxi.
"The people I feel sorry for are the people in the taxi," said Elvina Joyce, a tourist from Regina, Saskatchewan, Canada. "Seconds made all the difference in the world for them. Wrong place, wrong time."
The area near the scene has been the site of high-profile violence in the past.
Rapper Tupac Shakur was killed in a drive-by in 1996 about a block away under similar circumstances, as assailants opened fire on his luxury sedan from a vehicle on Flamingo Road. The killing has never been solved.
Associated Press writers Michelle Rindels and Hannah Dreier contributed to this report.


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Job Information
Sodexo Food Service Dish room Attendant $17.00 HR in VALHALLA, New York
Dish Room Attendant needed no culinary work required.Blythedale Children's Hospital- 124 bed acute post-acute rehabilitation facility with TBI, Infant unit, Intensive Feeding program and attached Day Hospital and School; serves children ages birth to 18yrs with post-acute Healthcare needs and their families.
Position Summary
The Food Service Worker may work anywhere on property where food is prepared. This person will assist in setup and serving of food from counters and steamtables. Duties will include cleaning and sanitizing equipment and work stations. The general responsibilities of the position include those listed below, but Sodexo may identify other responsibilities of the position. These responsibilities may differ among accounts, depending on business necessities and client requirements.
General Responsibilities:
Reads recipes and/or product directions.
Estimates food requirements.
Operates a variety of kitchen utensils to weigh, measure, mix, wash, peel, cut, grind, stir, strain, season and knead foodstuffs for cooking, serving and storing.
Assists in the preparation of hot and/or cold foods, and properly stores food, utilizing knowledge of temperature requirements and spoilage.
Inspects workstations for compliance with service standards.
Keeps records and requisition for supplies/equipment as needed.
Cleans and sanitizes workstations and equipment following all Sodexo, client and regulatory rules and procedures.
May taste test products.
Sets up stations with entrées, soups, salads, breads, condiments, other food products and utensils.
Provides general stocking duties in service area.
Serves and replenishes food from counters and steam tables (sometimes using a conveyor food belt), and breaks down stations at the end of meal periods.
Brews coffee and tea.
May be required to restock other beverage areas.
Interacts with customers in the serving, retail and dining areas.
Assists customers with opening containers and cutting food when requested.
Attends all allergy and foodborne illness in-service training.
Complies with all company safety and risk management policies and procedures.
Reports all accidents and injuries in a timely manner.
Participates in regular safety meetings, safety training and hazard assessments.
Complies with all Sodexo HACCP policies and procedures.
Attends training programs (classroom and virtual) as designated.
May work on a trayline to distribute food.
May perform other duties and responsibilities as assigned.
Qualifications & Requirements
Willingness to be open to learning and growing.
Maturity of judgment and behavior.
Maintains high standards for work areas and appearance.
Maintains a positive attitude.
Ability to work a flexible schedule helpful.
Must comply with any dress code requirements.
Must be able to work nights, weekends and some holidays.
Attends work and shows up for scheduled shift on time with satisfactory regularity.
High School diploma, GED, or equivalent experience.
No previous work experience required.
Presents self in a highly professional manner to others and understands that honesty and ethics are essential.
Ability to maintain a positive attitude.
Ability to communicate with co-workers and other departments with professionalism and respect.
Maintains a professional relationship with all coworkers, vendor representatives, supervisors, managers, customers, and client representatives.
Ability to use a computer.
Ability to provide clear directions and respond to employees.
Basic food-handling skills.
Physical Requirements:
Close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus, with or without corrective lenses.
Significant walking or other means of mobility.
Ability to work in a standing position for long periods of time (up to 8 hours).
Ability to reach, bend, stoop, push and/or pull, and frequently lift up to 35 pounds and occasionally lift/move 40 pounds.
Working Conditions (may add additional conditions specific to defined work location):
Generally in an indoor setting; however, may supervise outside activities and events.
Varying schedule to include evenings, holidays, weekends and extended hours as business dictates.
While performing the duties of this job, the employee is primarily in a controlled, temperate environment; however, may be exposed to heat/cold during support of outside activities.
The noise level in the work environment is usually moderate to loud.
Sodexo is an EEO/AA/Minority/Female/Disability/Veteran employer
Benefits Eligibility
Full Time Benefits: At Sodexo, we believe every employee should have the resources to be their best. As part of our overall rewards, we offer benefits programs designed to help you maintain a healthy lifestyle including health, dental and vision insurance. Eligible employees can enroll in their benefits, which will be effective beginning on their first day with Sodexo. We also offer other benefits like paid time off, financial and savings programs and access to our employee assistance program and other discounts (eligibility varies by unit and may not be available to all employees).
Job Locations US-NY-VALHALLA
System ID 943162
Category Food Service
Employment Status Full-Time
Unit Name BLYTHEDALE CHILDRENS' HOSPITAL
Unit Contact email@example.com
Target Hourly Rate 17.00
Division Hospitals
- Sodexo Jobs


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